1. 1 MSP-Motivation Assessment Program (MSP-MAP) Tools for the Evaluation of Motivation-Related Outcomes of Math and Science Instruction Martin Maehr (mlmaehr@umich.edu), Principal Investigator Stuart Karabenick (skarabeni@umich.edu), Project Director Combined Program in Education & Psychology University of Michigan www.mspmap.org

2. 2 MSP-MAP Goals  Develop and make available reliable, valid, and practical tools to assess a variety of motivation-related student outcomes in math and science  Increase MSP and teacher understanding of how motivation-related outcomes contribute to student achievement in math and science  Assist teachers and MSPs by providing information about how these outcomes may vary depending on students’ gender, age, ethnicity, or economic circumstances

3. 3 Outline  General approach to motivation  What are “motivation-related” student outcomes?  Why are they important?  What is their connection to math and science and MSPs?  MSP-MAP Timeline Advisory structure Possible future directions

4. 4 General Motivational Framework Context Student Choice & Persistence Intensity Quality Instruction Achievement Motivational Beliefs and Affect Self-Regulation Epistemological Beliefs Motivation- Related Outcomes

5. 5 Why Motivation-Related Student Outcomes?  Motivation-related beliefs and strategies can influence learning and achievement  Changes in motivation-related outcomes can precede changes in student achievement  Motivation-related outcomes can affect students’ persistence and pursuit of careers in math and science  The effectiveness of instructional interventions may not be fully recognized when motivation-related outcomes are not assessed

6. 6 Motivation-Related Outcomes  Motivational Beliefs and Affect  Self-Regulation  Epistemological Beliefs

7. 7 Motivational Beliefs and Affect  Competence-Related Beliefs  Task Value Beliefs  Interest  Achievement Goals  Positive & Negative Affect

8. 8 Competence-Related Beliefs  Students’ judgments about their ability and confidence to perform adequately in school in math and science on specific math and science tasks  Consistently found to positively predict learning and performance outcomes even after controlling for prior knowledge

9. 9 Task Value Beliefs  Includes students’ beliefs about the utility and overall importance of math and science as an area of study  Shown to positively predict future course enrollment, pursuit of math and science- related careers

10. 10 Interest  An individual's attraction to, liking for, and enjoyment of a specific activity or domain (e.g., math & science)  Related to deeper cognitive engagement, self-regulation, achievement, and career choice

11. 11 Achievement Goals  Represent individuals’ purposes when approaching, engaging in, and responding to math and science instruction  Mastery goals Focus on learning and understanding Positively related to use of deeper cognitive strategies, higher levels of interest  Performance goals Focus on outperforming others Generally less adaptive, can result in poor study strategies, self-handicapping, defensive attributions

12. 12 Positive and Negative Affect  Positive affect E.g., happy, calm, excited, joyful  Negative affect E.g., anxiety, fear, hopelessness, sad, tired

13. 13 Self-Regulation  Self-regulating students Reflect on their own thinking Make goals and plans for their learning Monitor their progress towards goals Adjust or regulate their thinking and learning  Includes Cognitive and metacognitive strategies Strategies for regulating motivation Strategies for regulating behavior/context

14. 14 Epistemological Beliefs  Core beliefs about the nature of knowledge and the process of knowing Simple vs. complex Stable vs. changing Justification of beliefs Authority  Nature of Math and Science  Related student beliefs about learning and teaching (e.g., Is learning quick and easy?)

15. 15 MSP-MAP Research Methodology  Appropriate survey and sampling techniques  Scaling techniques (e.g., Rasch modeling, exploratory and confirmatory factor analyses)  Multivariate correlational designs and analyses  Structural Equation Modeling (SEM)  Hierarchical Linear Modeling (HLM) where appropriate

16. 16 Year 1  Instrumentation Review and analyze existing instruments Adapt existing instruments to the needs of MSPs Create new instruments as needed  Establish partnerships with MSP sites  Join and interact with the MSP network  Build infrastructure and capacity for Year 2 data collection and Year 3 dissemination

17. 17 Year 2  Test and validate measures with a large sample of students across three general age/grade ranges: upper elementary (grades 3-5), middle school (grades 6-8), and high school (grades 9-12).  Collaborate with MSP sites and their evaluation programs  Archive data

18. 18 Year 3  Disseminate the toolkit of instruments and scales to MSPs  Work with MSPs to create customized hardcopy scannable forms they can duplicate, administer, and return to MSP- MAP for processing, scoring, and feedback  Host online web versions of surveys

19. 19 MSP Capacity Building  Improved tools for the assessment of motivation-related beliefs capable of national (and international) dissemination  Personnel capable of providing technical assistance with motivation in mathematics and science  Technological systems for efficient processing and dissemination  Data archiving

20. 20 Local Advisory Personnel  Mathematics Ed Silver - University of Michigan Joanne Caniglia - Eastern Michigan University  Science Elizabeth Davis - University of Michigan Brian Coppola - University of Michigan

21. 21 Possible Future Directions  Improved measures of instructional contexts Simple classroom observation systems Student perceptions of the learning environment  Teachers’ beliefs about teaching, learning, and student motivation  Student identity (e.g., as mathematician or scientist)

22. 22 MSP-MAP Combined Program in Education and Psychology University of Michigan Contact Information Martin Maehr: mlmaehr@umich.edu Stuart Karabenick: skarabeni@umich.edu www.mspmap.org